By Tracy L. Morris

Now in an absolutely revised and up-to-date moment version, this landmark paintings brings jointly major specialists to comprehensively research all elements of childhood-onset nervousness problems. the amount provides the most important theoretical views at the moment informing study and scientific perform, experiences key concerns in evaluation and analysis, and marshals the newest findings on every one sickness and its remedy. All chapters within the moment variation were largely rewritten to mirror major advances in thought and study, together with the result of managed therapy experiences. vital new chapters were extra on behavioral genetics, mixed cognitive-behavioral treatment and pharmacotherapy, and prevention. also, separate chapters now conceal a number of issues that have been formerly addressed in much less intensity: generalized anxiousness illness, particular phobias, separation nervousness, and panic.

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Extra resources for Anxiety Disorders in Children and Adolescents, Second Edition

Example text

1999). Vulnerability fac- 24 I. FOUNDATIONS tors among children at risk for anxiety disorders. Biological Psychiatry, 46, 1523–1535. , & Bradley, B. P. (1998). A cognitive-motivational analysis of anxiety. Behaviour Research and Therapy, 36, 809–848. , & Bradley, B. P. (1999). Some methodological issues in assessing attentional biases for threatening faces in anxiety: A replication study using a modified version of the probe detection task. Behaviour Research and Therapy, 37, 595–604. , & Mathews, A.

Science, 2, 177–191. , & Greenawald, J. T. (1995). Neurobiology. In J. S. ), Anxiety disorders in children and adolescents (pp. 3–34). New York: Guilford Press. , Muller-Gartner, H. , Salloum, J. , & Birbaumer, N. (1999). Subcortical correlates of differential classical conditioning of aversive emotional reactions in social phobia. Biological Psychiatry, 45, 873–871. Schneier, F. , Hornig, C. , Liebowitz, M. , & Weissman, M. M. (1992). Social phobia: Comorbidity and morbidity in an epidemiological sample.

Inhibited toddlers react to unfamiliar settings with distress, fear, and avoidance and by clinging to parents. They may shrink away from unfamiliar adults, refuse to approach new toys or enter new rooms, and withdraw from unknown peers. Inhibited preschool-age children may not show overt fear or distress but tend to exhibit quiet restraint and hesitancy to smile, approach, or initiate spontaneous conversations with new peers or adults. In older children, the restraint and reticence may be especially evident with groups of unfamiliar peers.

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Anxiety Disorders in Children and Adolescents, Second by Tracy L. Morris
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